Interaction Between Teachers' Questions and Student Discourse
Abstract"This report discusses findings from an ongoing Project Pathways focused on improving secondary mathematics and science instruction. Over the course of the first four years of the project, research findings revealed that the procedural orientation of school curriculum, teacher supports, and school leaders created obstacles for the teachers in incorporating inquiry instructional methods and conceptual curriculum. In response, the Project Pathways initiative turned its focus to investigating a precalculus teacher's attempt to implement a research-based conceptual curriculum designed by the project leaders. As a result of using the conceptually oriented curriculum, the teacher transitioned from attempting to force her thinking on her students to attempting to determine and build off of her students' thinking. This session reports on her transition and her students' success."
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